HR job title
- Professor
- Contact Info
- 1 979 575 3043
Eslami, Zohreh Professor
Positions
- Professor and Program Chair, Liberal Arts (Qatar), Texas A&M University at Qatar
Zohreh Eslami is a Professor at the Department of Teaching, Learning, and Culture at Texas AM University in College Station and currently serves as the Liberal Arts Program Chair at Texas A&M University at Qatar. Her research has examined intercultural and cross-cultural communication, English as an International language, sociocultural perspectives of teaching, and acquisition of English as a second/foreign language. Her publications include over one hundred journal papers, book chapters and conference proceedings.
- Overview
- Publications
- Research
- Teaching
- Works By Students
- Background
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Overview
Publications
selected publications
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academic article
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Norman, L., & Eslami, Z. R.
(2024).
Adult ESL Learners Perceptions of Participatory Teaching Methods: A Narrative Inquiry. American Journal of Qualitative Research.
8(1), 22-41.
-
Eslami, Z. R., Raeisi-Vanani, A., & Reza, M.
(2023).
Variation Patterns in Interlanguage Pragmatics: Apology Speech Act of EFL Learners vs. American Native Speakers. Contrastive Pragmatics.
4(1), 27-63.
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Norman, L., & Eslami, Z. R.
(2023).
Adult ESL Learners Perceptions of Participatory Teaching Methods: A Narrative Inquiry. American Journal of Qualitative Research.
8(1), 22-41.
-
Eslami, Z. R., Mirzaei, A., & Farnia, M.
(2023).
Exploring (non-)ritual patterns of phatic interaction (small talks) at different phases of social encounters in Persian linguaculture. Acta Linguistica Academica.
70(4), 419-444.
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Eslami, Z. R., Larina, T., & Pashmforoosh, R.
(2023).
Identity, politeness and discursive practices in a changing world. 27(1), 7-38.
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Jiang, W., & Eslami, Z. R.
(2022).
Effects of computer-mediated collaborative writing on individual EFL writing performance. Computer Assisted Language Learning.
35(9), 2701-2730.
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Graham, K. M., & Eslami, Z.
(2022).
Using the Simple View of Writing for Explaining English L2 Writing Variation. Reading Psychology.
43(7), 523-540.
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Moody, S. M., Matthews, S. D., & Eslami, Z. R.
(2022).
Translanguaging During Shared Read Alouds: A Case Study. 61(2), 113-136.
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Derakhshan, A., Eslami, Z. R., Curle, S., & Zhaleh, K.
(2022).
Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students' academic burnout. Studies in Second Language Learning and Teaching.
12(1), 87-115.
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Ribeiro, A., & Eslami, Z. R.
(2022).
Second language development in face-to-face versus synchronous computer-mediated interactions: Dyadic type and language proficiency. Language Teaching Research.
136216882210983-136216882210983.
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Yang, X., Kuo, L., Eslami, Z. R., & Moody, S. M.
(2021).
Theoretical trends of research on technology and L2 vocabulary learning: A systematic review. Journal of Computers in Education.
8(4), 465-483.
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Graham, K. M., Pan, W., & Eslami, Z. R.
(2021).
A critique of Taiwan's bilingual education policy through a ROAD-MAPPING of teacher experiences. Current Issues in Language Planning.
22(5), 516-534.
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Graham, K. M., Kim, H., Choi, Y., & Eslami, Z. R.
(2021).
CLIL as a balance for female-male differences? The effect of CLIL on student writing outcomes. Journal of Immersion and Content-Based Language Education.
9(2), 310-335.
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Hillman, S., Graham, K. M., & Eslami, Z. R.
(2021).
EMI and the international branch campus Examining language ideologies, policies, and practices. 44(2), 229-252.
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Graham, K. M., Eslami, Z. R., & Hillman, S.
(2021).
From English as the medium to English as a medium: Perspectives of EMI students in Qatar. 99, 102508-102508.
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Graham, K. M., & Eslami, Z. R.
(2020).
Does the Simple View of Writing Explain L2 Writing Development?: A Meta-Analysis. Reading Psychology.
41(5), 485-511.
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Graham, K. M., Elsheikh, A., & Eslami, Z. R.
(2020).
Reflections on the Mobilities, Immobilities, Inequalities, and Traveling Ideas in Qatar. Journal of Asia TEFL.
17(2), 626-634.
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Graham, K. M., Matthews, S. D., & Eslami, Z. R.
(2020).
Using Children's Literature to Teach the 4Cs of CLIL: A Systematic Review of EFL Studies. 13(2), 163-189.
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Moody, S., & Eslami, Z. R.
(2020).
Political Discourse, Code-Switching, and Ideology. Russian Journal of Linguistics.
24(2), 325-343.
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Graham, K. M., & Eslami, Z. R.
(2020).
Writing measures and outcomes in CLIL and EMI: A systematic review. Writing and Pedagogy.
12(2-3), 341-368.
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Moody, S., Chowdhury, M., & Eslami, Z.
(2019).
Graduate Students Perceptions of Translanguaging. English Teaching and Learning.
43(1), 85-103.
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Hillman, S., Graham, K. M., & Eslami, Z. R.
(2019).
Teachers' Translanguaging Ideologies and Practices at an International Branch Campus in Qatar. English Teaching and Learning.
43(1), 41-63.
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Graham, K. M., & Eslami, Z. R.
(2019).
Attitudes toward EMI in East Asia and the Gulf A systematic review. Language Problems and Language Planning.
43(1), 8-31.
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Eslami, Z., Moody, S., & Pashmforoosh, R.
(2019).
Educating pre-service teachers about world englishes: Instructional activities and teachers perceptions. TESL-EJ.
22(4),
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Eslami, Z. R., & Derakhshan, A.
(2019).
Second Language Pragmatics: From Theory to Research. Intercultural Pragmatics.
16(5), 611-617.
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Jabbari, N., & Eslami, Z. R.
(2019).
Second language learning in the context of massively multiplayer online games: A scoping review. ReCALL.
31(1), 92-113.
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Eslami, Z. R., & Yang, X.
(2018).
Chinese-English bilinguals' online compliment response patterns in American (Facebook) and Chinese (Renren) social networking sites. 26, 13-20.
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Snow, M., Eslami, Z. R., & Park, J. H.
(2018).
English language learners' writing behaviours during literacy-enriched block play. Journal of Early Childhood Literacy.
18(2), 189-213.
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Mirzaei, A., Eslami, Z. R., & Safari, F.
(2017).
EXPLORING RHETORICAL-DISCURSIVE PRACTICES OF ROUHANI'S PRESIDENTIAL CAMPAIGN AND VICTORY OF HIS PRUDENCE-AND-HOPE KEY: A DISCOURSE OF PERSUASION. Russian journal of linguistics: Vestnik RUDN.
21(1), 161-182.
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Kurtes, S., & Eslami, Z. R.
(2017).
THE FIFTH LIBERAL ARTS INTERNATIONAL CONFERENCE: REINVENTING OURSELVES: INNOVATION AND THE LIBERAL ARTS, Doha, Qatar, 29-31 January 2017. Russian journal of linguistics: Vestnik RUDN.
21(2), 446-450.
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Eslami, Z. R., & Kung, W.
(2016).
Focus-on-form and EFL learners' language development in synchronous computer-mediated communication: task-based interactions. 44(4), 401-417.
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Barr, S. M., Eslami, Z. R., Joshi, R. M., Slattery, G., & Hammer, J.
(2016).
Perceptions and Knowledge of Literacy Constructs by Elementary School Teachers of ELLs. 80(1), 61-78.
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Eslami, Z. R., Ribeiro, A., Snow, M., & Wharton, A.
(2016).
Exploring discourse practices in American wedding invitations. Lodz Papers in Pragmatics.
12(2), 135-151.
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Clark-Goff, K., & Eslami, Z.
(2016).
Exploring change in preservice teachers' beliefs about English Language Learning and teaching. Iranian Journal of Language Teaching Research.
4(3), 21-36.
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Snow, M., Eslami, Z. R., & Park, J. H.
(2015).
LATINO ENGLISH LANGUAGE LEARNERS' WRITING DURING LITERACY-ENRICHED BLOCK PLAY. Reading Psychology.
36(8), 741-784.
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Ates, B., Eslami, Z. R., & Wright, K. L.
(2015).
Incorporating world Englishes into undergraduate ESL education courses. 34(3), 485-501.
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Kung, W., & Eslami, Z. R.
(2015).
Learners of Different Language Proficiency Levels and Incidental Focus on Form in Synchronous Text-based Discussion. International Journal of Computer-Assisted Language Learning and Teaching.
5(3), 42-59.
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Mirzaei, A., & Eslami, Z. R.
(2015).
ZPD-activated languaging and collaborative L2 writing. Educational Psychology: an international journal of experimental educational psychology.
35(1), 5-25.
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Eslami, Z. R., Jabbari, N., & Kuo, L.
(2015).
Compliment Response Behaviour on Facebook: A Study with Iranian Facebook Users. International Review of Pragmatics.
7(2), 244-277.
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Kim, T. J., Kuo, L., Ramirez, G., Wu, S., Ku, Y., de Marin, S., Ball, A., & Eslami, Z.
(2015).
The relationship between bilingual experience and the development of morphological and morpho-syntactic awareness: a cross-linguistic study of classroom discourse. Language Awareness.
24(4), 332-354.
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Eslami, Z. R., Mirzaei, A., & Dini, S.
(2015).
The role of asynchronous computer mediated communication in the instruction and development of EFL learners' pragmatic competence. System.
48, 99-111.
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Eslami, Z. R., & Ko, W.
(2015).
FACEWORK IN NON-FACE-THREATENING EMAILS BY NATIVE AND NON-NATIVE ENGLISH SPEAKERS. Russian journal of linguistics: Vestnik RUDN.
19(4), 111-126.
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Bippus, S. L., & Eslami, Z. R.
(2013).
Adult ESOL Students and Service-Learning: Voices, Experiences, and Perspectives. 4(3), 587-597.
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Chen, W. C., & Eslami, Z
(2013).
Focus on form in live chats. Educational Technology and Society.
16(1), 159-170.
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Mirzaei, A., & Eslami, Z. R.
(2013).
Exploring the variability dynamics of wedding invitation discourse in Iran. Journal of Pragmatics.
55, 103-118.
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Chen, W., & Eslami, Z. R
(2013).
Focus on Form in Live Chats. 16, 147-158.
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Eslami, Z. R.
(2013).
Teaching and Learning Pragmatics: Where Language and Culture Meet. Pragmatics and Society.
4(3), 388-392.
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Doll, J. J., Eslami, Z., & Walters, L.
(2013).
Understanding Why Students Drop Out of High School, According to Their Own Reports. SAGE Open.
3(4), 2158244013503834-215824401350383.
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HUANG, S., WILLSON, V., & ESLAMI, Z.
(2012).
The Effects of Task Involvement Load on L2 Incidental Vocabulary Learning: A Meta‐Analytic Study. The Modern Language Journal.
96(4), 544-557.
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Ates, B., & Eslami, Z. R.
(2012).
An analysis of non-native English-speaking graduate teaching assistants' online journal entries. Language and Education.
26(6), 537-552.
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Tzou, Y., Eslami, Z. R., Chen, H., & Vaid, J.
(2012).
Effect of language proficiency and degree of formal training in simultaneous interpreting on working memory and interpreting performance: Evidence from Mandarin-English speakers. International Journal of Bilingualism.
16(2), 213-227.
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Barr, S., Eslami, Z. R., & Joshi, R. M.
(2012).
Core Strategies to Support English Language Learners. Educational Forum.
76(1), 105-117.
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Barr, S., Eslami, Z. R., & Joshi, R. M.
(2012).
Core Strategies to Support English Language Learners. 76(1), 105-117.
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Vaid, J., Rhodes, R., Tosun, S., & Eslami, Z.
(2011).
Script Directionality Affects Depiction of Depth in Representational Drawings. SOCIAL PSYCHOLOGY.
42(3), 241-248.
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Shin, J., Eslami, Z. R., & Chen, W.
(2011).
Presentation of local and international culture in current international English-language teaching textbooks. Language, Culture and Curriculum.
24(3), 253-268.
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Jia, Y., Eslami, Z. R., & Burlbaw, L. M.
(2006).
ESL Teachers' Perceptions and Factors Influencing Their Use of Classroom-Based Reading Assessment. Bilingual Research Journal.
30(2), 407-430.
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Eslami, Z. R.
(2005).
Invitations in Persian and English: Ostensible or genuine?. Intercultural Pragmatics.
2(4), 453-480.
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Koutlaki, S. A., & Eslami, Z. R.
Critical intercultural communication education: cultural analysis and pedagogical applications. 1(3), 100-109.
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Norman, L., & Eslami, Z. R.
English Learner Teacher Advocates: A Systematic Literature Review. TESL-EJ.
25(4),
-
Norman, L., & Eslami, Z. R.
(2024).
Adult ESL Learners Perceptions of Participatory Teaching Methods: A Narrative Inquiry. American Journal of Qualitative Research.
8(1), 22-41.
-
chapter
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Graham, K. M., & Eslami, Z. R.
(2022).
Using the ROAD-MAPPING Framework to Inform English-Medium Instruction Professional Development in Taiwan. Researching English-Medium Higher Education.
(pp. 117-136).
Taylor & Francis.
-
Eslami, Z. R., & Derakhshan, A.
(2021).
Compliment response strategies used by Iranian Persian speakers New patterns and new cultural schema. PERSIAN LINGUISTICS IN CULTURAL CONTEXTS.
(pp. 82-107).
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Eslami, Z. R., Yang, L. u., & Qian, C.
(2020).
Chapter1. A comparative study of compliment responses among Chinese Renren users and American Facebook users. Pragmatics and Beyond New Series.
Complimenting Behavior and (Self-)Praise across Social Media.
(pp. 21-47).
John Benjamins Publishing Company.
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Placencia, M. E., & Eslami, Z. R.
(2020).
Introduction. Pragmatics and Beyond New Series.
Complimenting Behavior and (Self-)Praise across Social Media.
(pp. 1-18).
John Benjamins Publishing Company.
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Kung, W., & Eslami, Z. R
(2018).
Focus-on-Form and L2 learning in Synchronous Computer-Mediated Communication. Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching.
(pp. 118-139).
IGI Global.
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Eslami, Z. R., Reynolds, D., Sonnenburg-Winkler, S. L., & Crandall, J.
(2016).
Teacher Education and Professional Development in TESOL. Crandall, J. J., & Christison, M. (Eds.),
Teacher Education and Professional Development in TESOL: Global Perspectives.
(pp. 240-254).
Routledge.
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Eslami, Z. R., Cassell, E., & Ates, B.
(2015).
Changing Preservice Teachers Attitudes Toward Linguistic Diversity by Introducing a World Englishes Perspective. Teaching at Work.
(pp. 81-103).
Springer Nature.
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Eslami, Z. R., Sonnenburg, S., Ko, W., Hasan, F., & Tong, F.
(2015).
Gender Stereotyping and Linguistic Sexism in Qatari Teaching Materials. GENDER REPRESENTATION IN LEARNING MATERIALS: INTERNATIONAL PERSPECTIVES.
(pp. 86-101).
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Eslami, Z., & Garver, R.
(2013).
English Language Learners and Project-Based Learning. STEM Project-Based Learning.
(pp. 119-128).
Springer Nature.
-
Eslami, Z. R., & Mirzaei, A.
(2012).
Assessment of Second Language Pragmatics. CAMBRIDGE GUIDE TO SECOND LANGUAGE ASSESSMENT.
(pp. 198-208).
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Knight, S., Ikhlef, A., Parker, D., Joshi, M., Eslami, Z., Saddiq, H. M., Al-Ahraf, M., & Al-Saai, A.
(2011).
Investigation of math and science teaching and learning in Qatari independent elementary schools. Gitsaki, C. (Eds.),
Teaching and Learning in the Arab World.
(pp. 249-274).
Peter Lang Publishers.
-
Eslami, Z. R.
(2010).
Refusals How to develop appropriate refusal strategies. SPEECH ACT PERFORMANCE: THEORETICAL, EMPIRICAL AND METHODOLOGICAL ISSUES.
(pp. 217-236).
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Eslami, Z. R., & Noora, A.
(2008).
Perceived pragmatic transferability of L1 request strategies by Persian learners of English. DEVELOPING CONTRASTIVE PRAGMATICS: INTERLANGUAGE AND CROSS-CULTURAL PERSPECTIVES.
(pp. 301-333).
DE GRUYTER.
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Eslami, Z. R., & Eslami-Rasekh, A.
(2008).
Enhancing the Pragmatic Competence of Non-native English-speaking Teacher Candidates (NNESTCs) in an EFL Context. INVESTIGATING PRAGMATICS IN FOREIGN LANGUAGE LEARNING, TEACHING AND TESTING.
(pp. 178-197).
-
Graham, K. M., & Eslami, Z. R.
(2022).
Using the ROAD-MAPPING Framework to Inform English-Medium Instruction Professional Development in Taiwan. Researching English-Medium Higher Education.
(pp. 117-136).
Taylor & Francis.
-
conference paper
-
Alemi, M., Eslami, Z. R., & Rezanejad, A.
(2014).
Rating EFL Learners' Interlanguage Pragmatic Competence by Non-Native English Speaking Teachers. Procedia Social and Behavioral Sciences.
171-174.
-
Alemi, M., Eslami, Z. R., & Rezanejad, A.
(2014).
Rating EFL Learners' Interlanguage Pragmatic Competence by Non-Native English Speaking Teachers. Procedia Social and Behavioral Sciences.
171-174.
Research
co-principal investigator on
- A Trip to East Asia: STARTALK Summer Programs in Chinese and Korean awarded by National Security Agency - (Fort George Meade, Maryland, United States) 2016 - 2017
- A Trip to East Asia: STARTALK Summer Programs in Chinese and Korean awarded by National Security Agency - (Fort George Meade, Maryland, United States) 2015 - 2016
Teaching
teaching activities
- BESL610 Hisp Biling Assess/monit Instructor
- BESL612 Cont Area Inst Hisp/bil Instructor
- BESL622 Teaching Esl Instructor
- BESL624 Class Pract Adult Esl Instructor
- BESL683 Field Practicum In Instructor
- BESL684 Profess Internship Instructor
- BESL685 Directed Studies Instructor
- BESL689 Sptp: Engl Medium Instruction Instructor
- BESL689 Sptp: Language/literacy Instructor
- BESL691 Research Instructor
- BIED683 Field Practicum In Instructor
- BIED685 Directed Studies Instructor
- BIED689 Sptp: Task Basd Language Teach Instructor
- BIED689 Sptp:teaching&learning Pragmat Instructor
- BIED691 Research Instructor
- COMM335 Intercultural Communic Instructor
- EDCI680 Proseminar Instructor
- EDCI685 Directed Studies Instructor
- EDCI691 Research Instructor
- EDCI692 Professional Study Instructor
- ENGL251 Intro To Film Analysis Instructor
- EPSY683 Field Practicum In Instructor
- EPSY691 Research Instructor
- EPSY691 Research Instructor
- INST222 Found Educ Multicultural Socty Instructor
- INST362 Esl Methods I Instructor
- INST363 Esl Methods Ii Instructor
- LBAR485 Directed Studies Instructor
- POLS485 Directed Studies Instructor
Works By Students
chaired theses and dissertations
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Ahn, Soo Jin (2007-12). Korean ESL learners' pragmatic competence: motivation, amount of contact, and length of residence.
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Ates, Burcu (2008-08). Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers.
-
Baker, Sarah Elizabeth (2018-07). Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.
-
Baker, Sarah Elizabeth (2018-07). Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.
-
Barr, Sheldon Martin (2013-01). Perceptions and Knowledge of Evidence-based Literacy Instruction among Elementary School Teachers of English Language Learners.
-
Bippus, Sharon L. (2012-10). Adult ESL Students and Service-learning: Voices, Experiences, and Perspectives.
-
Cox, Nano Kathleen (2008-05). Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs.
-
Cunningham, Mary (2012-10). The Influence of Cultural Schema on L2 Production: Analysis of Native Russian Speakers' English Personal Narratives.
-
Freer-Alvarez, Trudy Ann (2016-04). The Impact of a Project-Based Learning Comprehensive School Reform on Student Achievement in a Group of High-Population Bilingual Urban Campuses.
-
Garver, Randall A (2018-08). Raising Preservice Teachers' Efficacy with ELs Through Service-Learning.
-
Hasan, Fatma (2015-08). An Analysis of Gender Representation in English Textbooks used in Jordanian Schools and an Exploration of Jordanian Teachers' Beliefs about Gender Stereotypes.
-
Huang, Shu-Fen (2012-10). Effects of Tasks and Glosses on L2 Incidental Vocabulary Learning: Meta-analyses.
-
Jabbari, Nasser (2017-12). Development of English as a Second Language in the Context of Massively Multiplayer Online Role-playing Games.
-
Jiang, Wei (2018-05). Language Learning in Computer-Mediated Collaborative Writing.
-
Kerr, Alicia Ann (2011-08). A Case Study of Five Urban Middle School Teachers Involved In A Culturally Responsive Teaching Teacher Study Group.
-
Kim, Heekyoung (2007-05). The role of the learner subjectivity and pragmatic transfer in the performance of requests by Korean ESL learners.
-
Knight, Angelia Horton (2017-11). Assessing and Addressing Letter-Name Knowledge, a Critical Attribute in Kindergarten Readiness: A Mixed Methods Approach.
-
Ko, Wei-Hong (2013-08). Interlanguage Pragmatics and Email Communication.
-
Kung, Wan-Tsai (2009-08). Incidental Noticing and EFL Students' Subsequent Second Language Learning in Synchronous Text-based Discussion: An Investigation of Both NES-NNES and NNES-NNES Dyads.
-
Liu, Chianing (2007-12). Pragmatics in foreign language instruction: the effects of pedagogical intervention and technology on the development of EFL learners' realization of "request".
-
McLeod, Kent Doehr (2008-05). A qualitative examination of culture shock and the influential factors affecting newly-arrived Korean students at Texas A&M University.
-
Plett, Bethany Joy (2008-08). Inclusion of English language learners in conversion small schools.
-
Ribeiro, Angelica Maria Ramos (2018-11). Face-to-face Versus Computer-Mediated Adult Learner Interactions and Second Language Acquisition.
-
Snow, Marianne (2013-04). English Language Learners' Writing Behaviors During Literacy-Enriched Block Play.
-
Song, Si Chun (2013-12). Chinese and American University Students' Perceptions of Public Apologies.
-
Tzou, Yeh-Zu (2008-08). The roles of working memory, language proficiency, and training in simultaneous interpretation performance: evidence from Chinese-English bilinguals.
-
Wharton, Anna (2013-07). Adult Female English Language Learners: Investment, Identity and Benefits.
-
Wiese, Rachel (2014-12). Preservice Teachers' Observations about Theatre as a Teaching Tool for English Language Learners.
-
Yang, Xinyuan (2018-08). When Reading Goes Digital: Conceptual and Methodological Reviews on Technology and L2 Vocabulary Learning.
Background
education and training
- Ph.D. in Second Language Acquisition and Teacher Education (SLATE), University of Illinois at Urbana Champaign - (Urbana, Illinois, United States) 1992
- M.A. in English Language, University of Missouri - (Columbia, Missouri, United States) 1987
- B.E. in Engish Education, University of Missouri - (Columbia, Missouri, United States) 1985
Contact
first name
- Zohreh
has last name
- Eslami
mailing address
-
Texas A&M University
Qatar Campus
4251 TAMUQ
College Station, TX 77843-4232
USA
Other
- zohreh.eslami@qatar.tamu.edu